Role of Flipped, Blended, and Conventional Learning Environments on Developing Pronunciation of EFL Learners Using ELSA Apps

Subject Areas : Journal of Language, Culture, and Translation

Bahram Dehghanpour ^{1 *} , Zhaleh Beheshti ² , Mahmud Jalali ³

1 - 1Assistant professor, English Department, Lenjan Branch, Islamic Azad University, Isfahan, Iran.
2 - Assistant professor, English Department, Shahid Ashrafi Esfahani University, Sepahanshahr, Isfahan, Iran.
3 - English Department, Payamnoor University, Najafabad, Iran

Received: 2022-11-16 Accepted : 2023-04-11 Published : 2022-03-01

Keywords: flipped classroom, Pronunciation ability, Blended classroom, Conventional classroom, Pre-intermediate students,

Abstract :

The current study aimed at considering the effects of flipped, blended, and conventional classes on developing pronunciation features among Iranian EFL learners. It also investigates the role of the ELSA app in flipped, blended, and conventional classes. For this purpose, a total number of 120 pre-intermediate EFL learners (boys and girls) were chosen to take part in the study. They were divided into different classes including flipped, blended, and conventional classes. According to the results of this study, flipped classes was more effective in terms of improving students' pronunciation compared to blended and conventional classroom. Also, based on the results, the blended method was the second method that had the highest efficiency among the three. Overall, it was concluded that using flipped and blended methods could be effective in terms of enhancing the level of pronunciation among students and they need to be taken into consideration by material developers, designers, and teachers.